The monograph "The Evolution of EMI Research in European Higher Education," authored by Molino et al. (2022), is essential for academics concerned with Applied Linguistics, World Englishes, English as an International Language, English as a Lingua Franca, and, more importantly, English-Medium Instruction (EMI). The book meticulously presents cutting-edge research on EMI in European tertiary education over the past two decades. It offers a thorough comparative analysis across five different countries, namely Denmark, Croatia, Italy, the Netherlands, and Spain, in order to identify gaps in our knowledge of pertinent theories, research, and practice. The book compiles the collaborative efforts of the writers on a database of over 200 resources that have been annotated and includes a variety of publications in different formats, types, and languages, as well as details on relevant research topics, methods, and conclusions. The nine-chapter book delves into different aspects of EMI implementation, including policies, attitudes, language use, assessment, training, learning outcomes, intercultural communication, and identity. This comprehensive book enables in-depth debates on both the most extensively investigated and the least-explored EMI topics in order to chart a course for future study both in the context of European higher education and beyond. The primary objective of this volume is to adopt a global viewpoint on the various phases of EMI deployment across settings and the development of research interests. Manuscript profile

The professional development of EFL teachers is supposed to include and be related to many of the teacher’s characteristics that develop during their professional teaching practice. EFL teachers' critical thinking and reflective teaching can also be influenced by their developing cognitive and meta-cognitive professional skills and competencies. This study investigated the relationship between the professional development of EFL teachers and their reflective teaching and critical thinking. It also investigated whether any component(s) of professional development would best predict reflective teaching and critical thinking. To this end, 45 Iranian EFL teachers in Sanandaj participated in the study. They completed three questionnaires as follows. One was a Teachers’ Professional Development Questionnaire to measure the participant teachers’ professional development. The second questionnaire was a Teachers’ Reflective Thinking Questionnaire to assess the participants’ reflective thinking. The third questionnaire was a Critical Thinking Appraisal Form to measure the participants’ critical thinking. Pearson’s product-moment correlation coefficient was calculated to check the correlation of professional development and its subscales with reflective teaching and critical thinking. Multiple standard regression was run to check whether any component(s) of professional development would predict reflective teaching and critical thinking. The results indicated that out of the three components of professional development, namely, subject-matter field, dedicated field, and pedagogical field, it was the pedagogical field that significantly correlated with and predicted both reflective teaching and critical thinking. Manuscript profile